The Beginning
When I was first introduced to the idea of Fellowing, it was the beginning of my third quarter here at the UCWbL. While everyone else in my cohort had experience, I realized that I was going to be learning a new system of operating, a new way of recording information, and a different level of accountability. It was, at first, a bit intimidating.
As Edward E. introduced me to the basics of Fellowing, I tried to organize all the new information as best I could, from remembering how to work with the Airtable to which documents went where on which platform. Taking in the new information seemed a daunting task, but I focused on how I could try and take it step-by-step, first starting with reviewing the assignment sheets.
Another place that I looked to for support and guidance were my fellow Fellows (Ivaylo P. and Andrew Y.), as they both had at least one quarter of experience with Fellowing. My fellow tutors helped me get my footing, understand how to navigate through some of the online segments, and generally advised me as to how to think about the appointments. For example, often found myself trying to remember all the tabs that I would need to open, opened all the tabs when needed, asking Ivaylo if I was forgetting anything. Without these two, I’m sure that I would have had a rockier introduction to the program, and so I’m perpetually grateful for everyone here at the UCWbL.
The Middle
As I got into the groove of Fellowing, I found that whatever worries I had in the beginning disappeared as I learned the common questions my cohort’s group would have. I learned the ins and outs of the assignments, the databases writers were expected to use, and how one might organize their paper. This occurred as we finished the first round of Written Feedbacks, getting the writers their drafts back with our suggestions.
Where I was first unsure about my abilities to act in this new role as a course-embedded, I found myself slowly gaining confidence, knowing what the writers might need to hear. I think the most memorable event the occurred during this period of acclamation was the finishing of both the first Face-to-Face and Written Feedback rounds and filling out the Airtable. Seeing this complete table filled out and evidence of my cohort’s hard work was rewarding and helped me realize the scope of my work here at the UCWbL. This all let me understand how the next round of Fellowing would run, and gave me the confidence to finish this part without undue stress.
The End (and future?)
As my fellow Fellows and I wrapped up the last round, I realized I had gained familiarity with something that had once seemed foreign to me. In the home stretch, after the second round of Face-to-Face appointments, I found myself doing Written Feedbacks, helping students which I had worked with before (both in-person and online). In this stage of our Fellowing process, I made sure to keep my writing consistent and helpful for the writers whose papers I was looking over. I drew on my experience from doing Written Feedbacks
In thinking back on my experience, the thing that I have gained the most is confidence with this mode of providing feedback. Interacting with classes in this way was something that I wasn’t initially sure about, but after my experience as a Writing Fellow, I can happily say that I’m glad that I was able to take part in this aspect of the UCWbL.
I hope that others who enter into this program realize what it can bring for them, even if it is just bringing more variety into their tutoring lives. Seeing how your job fits into the bigger picture is always an eye-opening one and has allowed me to appreciate just what tutors can do in different situations.
